Many families go shopping at weekends. ( )
Mr Liu’s family has a picnic at the park. ( ) Mr Liu’s daughter doesn’t like to play on the beach. ( ) 第一遍阅读后，做简单判断题，旨在引导学生练习跳读，快速发现关键信息，对于学生初步感知文体结构和梗概大意很有帮助。 （2）Complete the exercise.
运用查读法进行第二遍仔细阅读，获取信息。然后与同学交流确定答案，自主选择。培养学生的合作学习能力。核对答案。 Post-reading
全班分为两个大组，比赛朗读D部分。这一部分旨在加深对文章的理解，培养学生的英语语感。 Step 3 作业布臵（Homework）
仿照C部分，向同学介绍你的家庭活动。
Unit l A family outing P3
教学目标：
能初步询问他人“What will your family member do at the ..?”并能运用“ My family will…描述家庭成员活动。歌谣：能伴着节奏，跟随录音带一起大声朗读，感受英语韵文的韵律美。能询问和介绍他人家庭活动。能运用E部分问题提示和写作模块描述家庭活动。 教学重点、难点：
重点，难点：能运用E部分问题提示和写作模块描写家庭活动。 教学准备：Word cards, Type，CAI, Drawing Instrument 教学过程设计和安排：
Step 1 热身/复习(Warm-up/Revision) 1．Greetings. 2．Guessing game
收集、挑选3—4张第二课时学生的描述家庭活动的作业，反面朝外贴在黑板上。随即抽取几名学生读出描述活动并找到错误处，这一环节旨在体会玩中学，学中玩，提高英语学习的兴趣，为学生口头作文打下基础。
Step 2新课呈现（Presentation） 1. 话题导入。
教师拿出自己家庭活动时的合影，介绍：“This is my father。 He is watching TV. This is my sister. She is going shopping at the mall….
(引导学生描述老师家庭成员的活动。)
T: Is she watching TV? Is he taking a walk? S1 : Yes, he is taking a walk.
S2: No, she is going shopping. S3 : …. … 2. 口头作文
3. 根据写作辅助模块1或课文模块,自主写作。
e.g. My family usually goes to park at weekends. My family usually goes to park and supermarket. I want to watch a movie with my parents.
I want to go to beach with my brother. … 4. 将自己写的读给同桌听。
Step 3 歌谣表演（Let’s chant）
读然后学习唱出“The more we get together“。选出唱的最好的学生。
Step 4作业布臵（Homework）
写一篇小短文，描述自己家庭成员的活动。
Unit 2 Some stories are more interesting P1 教学目标：
1学习本课新单词a piece of, meat ,cross, eat, happily, its, wood, drop, lose, better
2能掌握并用句型“A is /are more …than B”，对两事物进行比较。 3能听懂、理解本课故事。
4 会用like doing more than doing
5通过本课的语言故事，使学生明白做人不要过于贪心的道理。 教学重点、难点：
重点：掌握并运用句型“A is /are more …than B”，；理解、阅读本课故事。
难点：复述本课故事
教学准备：Word cards, Type，CAI, Drawing Instrument 教学过程设计和安排： Step 1 warm-up
1、师生互相问候。
2、sing a song :The More We get together Step 2 Presentation and drill
1 Talk about the pupils in the classroom. Point to a boy and say He is tall. Point to another boy and say : He is taller.板书taller
A is taller than B 然后学生指名谈论教室里的人或物. 2T : CAI Look at this picture ,Do you know who he is ?
S : Is he your brother / classmate /……?
T : Yes ,He is my friend .Now he is 32 years old. He was 11 when he took this picture .We lived in a small village near a river .There was a bridge across the river. This is a wood bridge.
T :We went to school together happily every day .We walked to school on foot. My math was better than his ,but his Chinese was better than mine .I like reading stories .Some stories are more interesting
教师边说边板书课题：Unit 6 Some stories are more interesting
学生齐读课题后，教师引导学生理解课题的含义。
T: His father was a friendly butcher . One day ,he cut a piece of meat and gave it to a poor dog .The dog was happy .But after a while , its meat dropped into the river .Do you know why ?
教师用CAI打出图片，教学单词, 利用图片帮助学生理解单词的含义
并引导学生猜测原因，培养学生的发散性思维能力，同时为本课的寓言故事埋下伏笔。
2、听课文B部分录音，学生跟读单词。 Step 3 Practice
游戏1、Guess ,guess ,guess !(猜一猜)
首先，教师示范做动作，其他学生猜单词,然后分组进行比赛，猜对单词最多、最快的一组为胜。最后组内互相猜测，尽量做到全员参与。
游戏2、Dragon game （接龙游戏）
将学生分成几个大组，由教师开头朗读故事的第一句，然后每一组依次读一句，直至读完整个故事，读得最流利，没错误的一组为胜。或者在小组内进行。
Step 4 Fast reading and listening
1、学生快速阅读课文A部分故事，回答问题
T : Peter likes reading .He sometimes reads stories to his fiends , Now , let’s enjoy his story , read it as quickly as try to answer the questions : （板书下面问题：）
Who gave the dog a piece of meat ?（a man in the shop ） What did it see in the river ? （another dog ）
Whether the dog lost its meat in the end ? （Yes , he did ） 2、教师引导学生回答问题。
3、听课文A部分录音，模仿正确的语音、语调，从中掌握新词难句的正确读法。
4、操练句型：“A is /are more …than B”
教师让学生反复朗读句子：“That piece of meat is better than
mine ”，并说出它的含义。然后教师引出并板书句型：“A is /are more …than B”（A比B更……）教师引导学生学会比较两事物的不同。如：
This book is more expensive than that one .
My dress is more beautiful than yours. …… Step 5 Intensive reading
学生反复自读课文，然后讨论完成课文C部分的练习，先口头后笔头，教师巡视指导。最后师生一起核对答案。 Step 6 Consolidation
1、 通过CAI图片先师生复述一遍后，再让学生分组复述（注意提醒动词过去式的用法与读法）。
2、 教师检测部分学生的复述情况，注意信息的反馈。
关键词：meat shop, a piece of meat , took, walked home river , on a piece of wood, cross
saw, another dog , in his mouth, better opened , wanted, dropped into ,lost
3、课文延伸：教师运用本课的寓言故事，让学生明白做人不要过于贪心的道理。
4 、评价
对学生的表现进行评价，给予肯定与鼓励，引导学生自评与互评，通过评价记录学生的学习情况及进步。 Step 7 作业布臵
1、练习
2、朗读并背诵课文，抄写单词。
Unit 2 Some stories are more interesting P2 教学目标：
1掌握本课新单词a piece of, meat ,cross, eat, happily, its, wood, drop, lose, better
2能掌握并用句型“A is /are more …than B”，对两事物进行比较。 3会用like doing more than doing 教学重点、难点：
重点：熟练运用句型“A is /are more …than B”；理解、阅读Part D。 难点：复述本课故事
教学准备：Word cards, Type，CAI, Drawing Instrument 教学过程设计和安排： Step 1 warm-up
1、师生互相问候。
2、sing a song :The More We get together